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Six Technological Innovations That Changed English Language Teaching

REFERENCES Aggarwal, D., Ahluwalia, G., Gupta, D. (2011). The Use of Blogs in English Language Learning: A Study of Student Perceptions. Profile Issues in Teachers ’ Professional Development, 13 (2), 29-41. https://files.eric.ed.gov/fulltext/EJ1051503.pdf . Blackstone, B., Naganuma, N., Spiri, J. (2007). Blogs in English language teaching and learning: Pedagogical uses and student responses. Reflections on English Language Teaching, 6 (2), 1–20. http://www.nus.edu.sg/celc/research/books/relt/vol6/no2/1-20blackstone.pdf . Hashmi, F., Jain, S

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A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer

, and L2 writing instruction. Journal of Second Language Writing, 16 (3), 148-164. Jakubiak, C., & Harklau, L. (2010). Designing materials for community-based adult ESL programs. In N. Harwood (Ed.), English language teaching materials: Theory & practice (pp. 395-418). Cambridge, UK: Cambridge University Press. Lawrence, W. P. W. (2011). Textbook evaluation: A framework for evaluation the fitness of Hong Kong New Secondary School (NNS) curriculum. Asian EFL Journal, no volume and page numbers given. Retrieved from http

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Visual advertisements: a tool for English language teaching?

Abstract

Advertising as one of the phenomena of modern times is often an inseparable, though undesirable part of our everyday lives. Current trends indicate that there are still more and more anglicisms, internationalisms, and particles of different cultures penetrating billboard advertisements in many towns and cities around the world, and Slovakia is no exception. The crucial question of this article is: How is it possible to use advertisements in English language teaching and learning? To answer this question, the examination is focused on: (1) defining the role and characteristic traits of advertisements; (2) searching for the linkage between the psychological principles of advertising and psychology of learning foreign languages; (3) the frequency of anglicisms and internationalisms in billboard advertisements in particular areas of selected Slovak cities; (4) concrete suggestions for teaching practice based on the previous findings.

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Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

Competence for All. Preparation for Living in a Heterogeneous World . Council of Europe Pestalozzi Series, no. 2, Council of Europe Publishing, 2012. Hurst, Nicolas. “Visual Representations in Portuguese Produced English Language Teaching Coursebooks.” Lingvarum Arena , vol. 5, 2014, pp. 21-30, hdl.handle.net/10216/77545. Kordes, Hagen. “Intercultural Learning at School: Limits and Possibilities.” Mediating Languages and Cultures , edited by Dieter Buttjes and Michael Byram, Multilingual Matters, 1991, pp. 287-305. Lázár, Ildikó, et al. Developing and

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How MOOCs Can Develop Teacher Cognition: The Case of in-Service English Language Teachers

hidden side of the work: Teacher knowledge and learning to teach. A perspective from North American educational research on teacher education in English language teaching. Language Teaching, 35 (01). doi: 10.1017/s0261444801001720 24. Freeman, D. (2016). Educating second language teachers: ‘The same things done differently’ Oxford: Oxford University Press. 25. Freeman, D., & Richards, J. (2010). Teacher learning in language teaching (2 nd ed.). Cambridge: Cambridge Univ. Press. 26. Glance, D., Forsey, M., & Riley, M. (2013). The pedagogical

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English Language Teacher Education: Notes on The Past And Future

References Allen, J. P. B. 1983. ‘General Purpose Language Teaching: a variable focus approach'. In Brumfit, C.J.(ed.) General English Syllabus Design. Oxford: Pergamon 61-74. Allwright Dick 2012. IATEFL Research SIG event 'Exploratory Practice' Leicester, UK, 7 July 2012. Anthony, Edward M. 1963. “Approach, method and technique.”English Language Teaching 17: 63-57 Birch, Barbara 2009. The English Language Teacher and Global Civil Society.London: Routledge. Block

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Doing It by the Book: Training Student Teachers at the Faculty of Letters, the University of Porto (FLUP) to Evaluate English Language Teaching (ELT) Materials

Materials.” English Language Teaching Journal 51.1 (1997): 36-42. Ghosn, I. K. “Talking Like Texts and Talking about Texts: How Some Primary School Tasks Are Realised in the Classroom.” Developing Materials for Language Teaching. Ed. B. Tomlinson. London: Continuum, 2003. 291-305. Graves, K. “Coursebooks.” Practical English Language Teaching. Ed. D. Nunan. New York: McGraw-Hill, 2003. 225-46. Guerrattz, A-M, and B. Johnston. “Materials in the Classroom Ecology.” The Modern Language Journal 97.3 (2013): 779

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New Technologies, Multiple Literacies and Teaching English as a Foreign Language

Abstract

This article presents and briefly discusses the results from a survey conducted with English teachers of the third cycle and secondary education in Portugal as part of a study on multiple literacies and Web 2.0 in English as a foreign language (EFL) classroom (Cardoso). Based on the answers provided, it can be assumed that among this group of teachers, new technologies tend to be part of their professional practice. However, it is unclear if digital tools have been used to actually promote more innovative ways of teaching or just as a different way to approach more traditional methods. Moreover, it seems that suitable guidance, training and further development of appropriate materials are required to facilitate and better integrate new technologies in the EFL classroom.

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A Critical Review Of The CELTA Syllabus Within The Context Of Saudi Arabia

language pedagogy: A postmethod perspective on English Language Teaching. World Englishes, 22(4) , 539-550. Kumararvadivelu, B. 2006a. Dangerous liaison: globalization, empire and TESOL. In J. Edge (Ed.), (Re-)locating TESOL in an Age of Empire (pp. 1-27). Houndmills, Basingstoke, Hampshire and NY: Palgrave Macmillan. Kumararvadivelu, B. 2006b. TESOL methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1) , 59-81. Kumararvadivelu, B. 2012. Language teacher education for a global society: A modular model for knowing, analysing

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Key Stakeholders’ Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran

’ sustainability competencies in higher education. Journal of Teacher Education for Sustainability, 17 (1), 5–22. Cosgun-Ogeyik, M. (2009). Evaluation of English Language Teaching Education Curriculum by Student Teachers. Insan ve Toplum [Human and Society]. 9 (1), 42–57. Day, R. R. (1991). Models and the knowledge base of second language teacher education . East Lansing, MI: National centre for Research on Teacher learning. Erozan, F. (2005). Evaluating the language improvement courses in the undergraduate ELT curriculum at Eastern Mediterranean

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